Gender identities in schools : an analysis of the perception of teachers

Abstract

The concept of gender has been perceived from various aspects. Influences coming from the media, books, and society have impacted on the children's way of seeing and relating with gender. These influences have been mirrored in children’s play, children’s conversations, children’s behaviours and attitudes, school performance and preference of subjects. Through our dissertation, we aimed to investigate gender in the education system from the sociological stance. We sought to analyse gender from the perception of teachers and children. As stated in the 'National Curriculum Framework for All' (Ministry of Education and Employment, 2012), there should be particular consideration on education for diversity and individual uniqueness irrespective of gender. In this dissertation we observed an Early Years class and a Junior Years class. Interviews were held with primary teachers and secondary teachers. The dissertation also sought the sociological link between gender and education. This regarded the influences and sources of gender identity in education. We also analysed the issue of gender in the classrooms and society's impact by analysing how gender differences were dealt with by the teachers and the school authorities. Moreover, through interviews with teachers and observations in the classroom, we tried to understand the perceptions of pupils and parents indirectly. Therefore, another essential part of our study has evaluated the gender-based attitude of children in schools, as a result of their direct environment. We have considered gender in schools at primary level from the perception of teachers and pupils. Furthermore, we aimed to investigate how gender developed at a later stage in secondary schools through the set-up of co-education, with reference to literature.